## Posts Tagged ‘**teaching**’

## Using graphviz to illustrate course structure

At some point last year, I got frustrated that I couldn’t see easily the global structure of the UCL undergraduate maths course without trawling through a bunch of PDFs, so I made this webpage:

http://www.homepages.ucl.ac.uk/~ucahjde/pathways.htm

to illustrate it. Hopefully some people have found this useful in deciding which modules to choose or in advising students which modules to take.

To generate the image maps I used a fantastic programme called graphviz. In case anyone wants to adapt what I did to their own ends, I have made my graphviz code for these diagrams (plus some ancillary shells scripts for creating and uploading the webpage) available here:

http://www.homepages.ucl.ac.uk/~ucahjde/choices/pathways.zip

For more details, see the readme file.

## E-learning project report

My final report on the e-learning project “Video lectures filmed by students” is now available to download in PDF form.

The purpose of this e-learning project was to test the effectiveness and viability of getting students to film mathematics lectures and the effect on student learning of making these videos available. The project was made possible by an E-Learning Development Grant (ELDG) and by the cooperation of a large number of people who I thank at the end.

**Disclaimer.** The project analysis is not scientific: there is no attempt made at comparison with a control group, the data sets are not large and the statistical methods used to analyse them are crude. This report is intended to be at best a rough guide to the UCL Mathematics Departmental Teaching Committee as to what action to take on filming of mathematics lectures.

## HEA course for new maths lecturers

Last week I had the pleasure of attending a course for new maths lecturers run by the Maths, Stats and Operations Research discipline of the Higher Education Academy (HEA/MSOR). I was pleased that it dispelled several myths for me, in particular the myth that these courses never cater for mathematicians’ needs. All the talks were given by experienced mathematics lecturers or people who have spent a considerable amount of time undertaking educational research specific to university-level maths. With such good quality input, and with the high level of engagement discussion amongst the participants, I learned a lot. Here are a couple of ideas I took away (not necessarily maths-specific!).